人工智能辅助教学对大学生二语写作焦虑的影响——以kimi为例

陈 莹莹
东莞城市学院

摘要


本研究探讨了人工智能辅助教学（以Kimi为例）与传统教师反馈对46名非英语专业大一学生二语写作焦虑的影响。实验采用《二语写作焦虑量表》，测量认知焦虑、躯体焦虑及回避行为的变化。结果显示，AI反馈未能显著减轻焦虑，且在回避行为维度上显著加剧了学生的依赖性回避行为（p<0.001）。相比之下，教师反馈在躯体焦虑上表现出一定改善效果，且回避行为保持稳定。研究指出，AI反馈在缓解写作焦虑方面存在局限性，可能强化学生对技术的依赖。建议教育者在使用AI工具时平衡技术便利性与行为风险，如设定使用限制或嵌入元认知干预。本研究为优化人机协同教学模式提供了实证依据，并为AI技术改进提出了方向，如开发适应性反馈系统或加入自主写作训练模块。

关键词


人工智能，二语写作焦虑，二语写作教学

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参考


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